A Study On The Strategies Of Questioning In Primary Oral Chinese Class

Classroom questioning is to organize classroom teaching important link,a valid question not only can strengthen the students’ knowledge,but also stimulate the enthusiasm of the students’ learning.The elementary spoken Chinese as a foreign language is the use of textbook knowledge and practical day-to-day language bridge grafting.The strategies and skills of "questioning" is the important factors influence and decide the teaching effect.Therefore,it has very strong practical value and significance.To continuously improve the quality of teaching Chinese as a foreign language,to ensure that the teaching effectiveness of primary Chinese oral class,really reach the goal of teaching and Research on Chinese primary oral classroom questioning strategies in teaching Chinese as a foreign language is very necessary.Through in-depth study of teaching research on Classroom Questioning in the teaching practice,and use the input hypothesis, output hypothesis and interaction hypothesis theory to guide foreign language teaching course,contribute to the study of Chinese as a foreign language in primary oral classroom questioning.Through the analysis of the collected data,classroom questioning in classroom questioning in primary oral Chinese class till exist teachers of referential questions seriously enough,on distribution shall be as well as feedback to the way and method to use unskilled,and other problems.Thus put forward the primary oral Chinese as a foreign language class,the teacher can through optimization design,rational distribution,appropriate feedback and encourage students to participate in interaction to optimize classroom questioning strategies.High quality of classroom questioning,for the primary stage to learn spoken Chinese students can not only stimulate their interest in learning Chinese,students can also get effective Chinese language input and output.